Submission status

Submission status Submitted for grading
Grading status Not graded
Time remaining Assignment was submitted 9 hours 6 mins late
Last modified Sunday, 13 October 2024, 9:05 AM
Submission comments
File submissions
Anjana 3-3E.pdf Anjana 3-3E.pdf
Powered by Copyleaks
Download PDF reportOpen report page
Copy the report page link to the clipboard
AI content score
0%
Plagiarism score
4%
Writing corrections
N/A

12 October 2024, 5:05 PM

Grading criteria

Level 0
(0-49%)
Level 1
(50-59%)
Level 2
(60-69%)
Level 3
(70-79%)
Level 4
(80-100%)
No degree of effectivenessLimited degree of effectivenessSome degree of effectivenessConsiderable degree of effectivenessHigh degree of effectiveness
Knowledge
3 points
1. I can create a correctly structured thesis that connects my author’s life to their novel and provides direction for the paper.
Thesis is not correctly structured. Argument is not clear and 3 supporting points are not present. Thesis does not connect the author’s life to the novel. OR No thesis is present.
Thesis is mostly not correctly structured. Argument is limitedly clear, and supporting points are mostly not present. Thesis does not answer the “so what?” and needs to explore the deeper significance of the argument more directly. Thesis limitedly connects the author’s life to the novel but can provide a much stronger direction for the paper.
Thesis is somewhat correctly structured, but argument and supporting points can be clearer and/or more distinct. Thesis does not answer the “so what?” and needs to explore the deeper significance of the argument more directly. Thesis somewhat connects the author’s life to the novel but can provide a stronger direction for the paper.
Thesis is correctly structured with a clear argument and 3 supporting points. Thesis somewhat answers the “so what?” but needs to explore the deeper significance of the argument more directly. Thesis connects the author’s life to the novel and provides adequate direction for the paper.
Thesis is logically and cohesively structured with a clear, distinct argument and 3 supporting points. Thesis answers the “so what?” and explores the deeper significance of the argument. Thesis connects the author’s life to the novel and provides strong direction for the paper.
Knowledge
2 points
2. I can use three credible sources, with at least one being peer-reviewed.
No sources are credible. No sources are peer reviewed.
1 source or more sources are credible. No sources are peer-reviewed.
2 sources are credible. 1 of the sources is peer-reviewed.
All 3 sources are credible. 1 source is peer-reviewed and 1 source is novel.
All 3 sources are highly credible. At least 1 source is peer-reviewed and 1 source is novel.
Inquiry
5 points
3. I can create original connections between the author’s life and the novel, and analyze those connections.
Creates no original connections between the author’s life and the novel. No analysis is completed.
Creates connections between the research about the author’s life and the novel that largely lack originality. All connections are simple and basic. Demonstrates a limited understanding of the argument, with very limited critical analysis.
Creates somewhat original connections between the research about the author’s life and the novel, but connections are often simple or basic. Demonstrates a partial understanding of the argument, with limited critical analysis.
Creates original connections between the research about the author’s life and the novel, but connections are sometimes simple or basic. Demonstrates an adequate understanding and some critical analysis of the argument but can explore the deeper significance of the connections made in more depth.
Creates strong, original connections between the research about the author’s life and the novel. Demonstrates a sophisticated understanding and careful, critical analysis of the argument. Explores the deeper significance of the connections made.
Inquiry
3 points
4. I can use relevant evidence to properly support my thesis.
Uses no pieces of evidence to properly support thesis. OR Evidence is completely missing.
Uses few pieces of evidence to properly support thesis. Evidence is not well-chosen due to limited specificity and relevance. OR Evidence is largely missing.
Uses some evidence to properly support thesis. Evidence is somewhat well-chosen, but some pieces can be more specific and relevant. OR Evidence is sometimes missing.
Uses most evidence to properly support thesis. Evidence is well-chosen but a few pieces can be a more specific and relevant.
Uses all evidence to properly support thesis. Evidence is specific, highly relevant, and well-chosen throughout the essay.
Communication
3 points
5. I can organize my research essay with the required components (introduction, body paragraphs, concluding paragraph, Works Cited) expressed logically and cohesively.
Writing is not structured as a research essay. Most or all the required components are missing. All areas are incomplete. Ideas are not arranged logically and do not flow smoothly.
Organizes research essay with only some of the required components. Several components are missing and/or many areas are incomplete. Ideas are mostly not arranged logically and rarely flow smoothly. Much more cohesion between paragraphs is needed.
Organizes research essay with most of the required components. A component is missing and/or some areas are incomplete. Ideas are sometimes arranged logically and sometimes flow smoothly, but more cohesion between paragraphs is needed.
Organizes research essay with all the required components. Minor areas are incomplete. Ideas are arranged logically and flow smoothly with adequate cohesion between paragraphs.
Organizes research essay with all required components. Components are complete. Ideas are arranged very logically and flow smoothly with strong cohesion between paragraphs.
Communication
2 points
6. I can use spelling and grammar conventions correctly. 
The student meets little or none of the requirements.   
Many significant spelling and grammar errors.  Errors are obvious and distracting, but the meaning is still clear.   
Some significant spelling and grammar errors.  Errors are obvious, but not distracting, and the overall meaning is clear.  
Occasional spelling and grammar errors.  Errors are minor and do not detract from meaning or clarity.   
Few to no spelling and grammar errors.    Errors are minor and do not detract from meaning or clarity.   
Communication
2 points
7. I can use formal academic language to express my ideas about a topic.  
Does not use formal academic language.  Instances of informal academic language are extremely obvious and detract from an academic tone.   
Limited use of formal academic language. There are many noticeable instances of contractions, slang, and personal opinion about the topic.   Instances of informal language are very obvious, and sometimes detract from the academic tone of the writing.  
Some use of formal academic language. There are some noticeable instances of contractions, slang, and personal opinion about the topic.  Instances of informal language are obvious, but do not detract from the academic tone of the writing.  
Uses formal academic language throughout. There are only occasional instances of contractions, slang, and personal opinion about the topic.  Instances of informal language are minor and do not detract from the overall academic tone of the writing.  
Uses formal academic language throughout with a high degree of success. There are few to no instances of contractions, slang, and personal opinion about the topic.  Instances of informal language are very minor and do not detract from the overall academic tone of the writing.   
Application
5 points
8. I can cite sources completely and properly in MLA format. 
None of the sources have an MLA citation.    Formatting is mostly entirely or completely incorrect.     Most or all key elements are missing from citations.  
Few sources have an MLA citation. Formatting is largely incorrect.     Many key elements are missing from citations. Formatting contains many significant errors.        
Some sources have a complete MLA citation in a somewhat correct format.    Key missing elements are missing from citations. Formatting contains significant errors.        
Most sources have a complete MLA citation with the required elements in the correct format.     Minor errors are present, with one or two incorrect or missing elements.     
Each source has a complete MLA citation with the required elements in the correct format.    No errors are present, or errors are extremely minor.